Learning strategies of undergraduate nursing students during the COVID-19 pandemic

Lima, Ana Carolina Bezerra de; Santos, Danielle Christine Moura dos

doi:10.1590/0034-7167-2022-0764

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 76 (5) • 2023 • https://doi.org/10.1590/0034-7167-2022-0764 copy

Learning strategies of undergraduate nursing students during the COVID-19 pandemic

Estrategias de aprendizaje de estudiantes de pregrado en enfermería durante la pandemia de COVID-19

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to analyze the learning strategies used by nursing students from a public university, in remote teaching, during the COVID-19 pandemic.

Methods:

a cross-sectional study developed with nursing students who attended remote teaching classes. The sample was obtained by convenience and data were collected online, with 112 participants. Student and Mann-Whitney tests were performed for data analysis.

Results:

the most frequently used learning strategies were self-regulatory and cognitive. There was moderate use of interpersonal help-seeking and emotional control strategies. Male students, with a private study environment and good internet connection, used emotional control strategies more frequently.

Conclusions:

self-regulatory and cognitive learning strategies, appropriate for higher education, were frequently used by nursing students, which is an important tool for adapting these students to the university context.

Descriptors:
Learning; Students; Nursing; Education; Distance; SARS-CoV-2; Cross-Sectional Studies

Learning Strategies Scale (EEA) domains	Mean	Median	Standard deviation	Minimum value	Maximum value	p value^* * p values from the Kolmogorov-Smirnov normality test.
Self-regulatory strategies	7.4	7.3	1.7	3.0	10.0	0.869
Cognitive strategies	7.2	7.4	1.4	1.3	9.9	0.883
Interpersonal help-seeking	6.2	5.1	2.1	1.7	10.0	0.727
Emotion control	5.7	5.7	2.0	1.5	10.0	0.999

Learning Strategies Scale Items	Mean	Median	Standard deviation	Min	Max	p value^* * p values from the Kolmogorov-Smirnov Normality Test. T.N.: this scale has been freely translated, as it does not have an English version, only Portuguese.	Frequency of use (%)
Learning Strategies Scale Items	Mean	Median	Standard deviation	Min	Max		0-4.0	4.1-7.0	7.1-10
1. I kept calm when I had difficulties	6.0	6.0	2.2	0	10	0.064	20.5	52.7	26.8
2. I repeated to myself, when I felt anxious, that everything would be fine at the end of the course	6.9	7.0	2.7	0	10	0.020	20.5	31.3	48.2
3. I kept calm with the possibility of having a below-expected income	4.4	4.0	2.5	0	10	0.013	58.0	29.5	12.5
4. I remained calm in the face of the mistakes I made when carrying out course activities	5.4	5.4	5.0	1	10	0.183	36.6	41.1	22.3
5. I tried harder when I realized I was losing concentration	7.3	8.0	2.1	0	10	0.001	10.7	37.5	51.8
6. I forced myself to keep my attention on my studies when I felt uninterested	6.9	7.0	2.3	0	10	0.003	16.1	34.8	49.1
7. I tried harder when I realized I was losing interest in the subject	6.7	7.0	2.2	0	10	0.016	15.2	42.0	42.9
8. I revised the material to verify how much I mastered the content	6.8	7.0	2.7	0	10	0.001	20.5	31.3	48.2
9. I made an effort to check my understanding of what was being taught	7.6	8.0	2.0	2	10	0.002	6.3	34.8	58.9
10. I tried to solve my doubts by consulting the course support materials	8.1	9.0	2.0	1	10	0.000	5.4	26.8	67.9
11. I tried to better understand the contents by studying them in the course material	8.1	8.5	1.9	0	10	0.000	2.7	24.1	73.2
12. I sought help from the professor or monitor to clarify my doubts about the content	5.1	5.5	3.0	0	10	0.034	35.7	42.9	21.4
13. I sought help from colleagues to clarify my doubts	4.8	5.5	3.7	0	10	0.000	42.9	24.1	33.0
14. I exchanged messages with colleagues to clarify doubts about the course content	8.8	10.0	1.9	0	10	0.280	3.6	13.4	83.0
15. I looked for other sources of research, outside the internet, related to the course to help me learn	7.2	8.0	3.2	0	10	0.000	18.8	20.5	60.7
16. I looked for websites related to the course content to help me learn	9.0	10.0	1.6	0	10	0.296	1.8	11.6	86.6
17. I tried to understand the content by applying it in practice, instead of reading it or asking someone for help	5.2	5.0	2.8	0	10	0.015	42.9	32.1	25.0
18. I revised the contents related to the exercises in which I made mistakes	6.3	7.0	2.8	0	10	0.000	24.1	26.8	49.1
19. I learned content by mentalizing them repeatedly until I realized that I had understood	6.5	7.0	2.8	0	10	0.013	23.2	33.0	43.8
20. I mentally repeated the course contents that I would like to learn	6.6	7.0	2.9	0	10	0.003	20.5	33.0	46.4
21. I took notes on course content	8.4	9.0	2.1	0	10	0.000	6.3	17.0	76.8
22. I made summaries of course content	7.6	9.0	2.8	0	10	0.000	14.3	17.9	67.9
23. I read the course content several times	6.6	7.0	2.8	0	10	0.017	20.5	35.7	43.8
24. I made outlines of the course content	6.4	7.0	3.0	0	10	0.002	25.0	27.7	47.3
25. I reflected on the implications of the contents learned	7.4	8.0	2.3	0	10	0.000	11.6	28.6	59.8
26. I tried to develop a global idea about how the course contents related to each other	7.4	8.0	2.3	0	10	0.002	11.6	31.3	57.1
27. I associated the course contents with my previous knowledge	8.4	9.0	1.6	3	10	0.002	2.7	9.6	77.7
28. When analyzing the course contents, I differentiated the most important aspects from the least important ones	7.7	8.0	1.9	0	10	0.000	8.0	33.9	58.1
29. I identified daily situations in which I could apply the course contents	8.0	8.0	2.0	0	10	0.001	6.2	26.8	67.0

Learning Strategies Scale	Sociodemographic and digital variables	Mean ± standard deviation (Min-Max)	p value
Sex
Emotion control	Female	5.6 ± 2.0 (1.5 - 10)	0.017^* * Student’s t test;
	Male	6.7 ± 1.3 (5 - 9)	0.017^* * Student’s t test;
Self-regulatory strategies	Female	7.4 ± 1.7 (3 - 10)	0.117^ Mann-Whitney test.
	Male	6.9 ± 1.2 (5.3 - 8.6)	0.117^ Mann-Whitney test.
Interpersonal help-seeking	Female	6.3 ± 2.1 (1.7 - 10)	0.725^* * Student’s t test;
	Male	6.1 ± 1.6 (3.3 - 8.3)	0.725^* * Student’s t test;
Cognitive strategies	Female	7.3 ± 1.5 (1.3 - 9.9)	0.259^ Mann-Whitney test.
	Male	6.9 ± 1.4 (3.7 - 8.7)	0.259^ Mann-Whitney test.
Study environment with privacy to attend remote classes
Emotion control	No	5.2 ± 0.3 (1.5 - 9)	0.012^* * Student’s t test;
	Yes	6.1 ± 0.2 (2 - 10)	0.012^* * Student’s t test;
Self-regulatory strategies	No	7.1 ± 0.2 (3 - 9.7)	0.156^ Mann-Whitney test.
	Yes	7.6 ± 0.2 (3.6 - 10)	0.156^ Mann-Whitney test.
Interpersonal help-seeking	No	6.5 ± 0.3 (1.7 - 10)	0.241^* * Student’s t test;
	Yes	6 ± 0.3 (1.7 - 10)	0.241^* * Student’s t test;
Cognitive strategies	No	7.2 ± 0.2 (3.7 - 9.9)	0.940^ Mann-Whitney test.
	Yes	7.3 ± 0.2 (1.3 - 9.8)	0.940^ Mann-Whitney test.
Good internet connection quality to attend remote classes
Emotion control	No	4.8 ± 0.4 (1.5 - 9)	0.023^***
	Yes	5.9 ± 0.2 (2 - 10)	0.023^***
Self-regulatory strategies	No	7.3 ± 0.3 (4.6 - 9.3)	0.636^****
	Yes	7.4 ± 0.2 (3 - 10)	0.636^****
Interpersonal help-seeking	No	6.4 ± 0.4 (3 - 10)	0.700^***
	Yes	6.2 ± 0.2 (1.7 - 10)	0.700^***
Cognitive strategies	No	7.3 ± 0.3 (3.7 - 8.8)	0.636^****
	Yes	7.2 ± 0.2 (1.3 - 9.9)	0.636^****

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[1] Corresponding author: Ana Carolina Bezerra de Lima, E-mail: carolina.lima@upe.br